Journal of prevention and health promotion最新文献_第5页

The Longitudinal Relationship Between Peer Relations and Empathy and their Joint Contribution to Reducing Bullying in Middle School: Findings from a Randomized Trial of Cooperative Learning. 同伴关系与移情之间的纵向关系及其对减少初中欺凌的共同贡献：合作学习随机试验的结果。

Journal of prevention and health promotion Pub Date : 2022-04-01 Epub Date: 2022-05-05 DOI: 10.1177/26320770221094032

Mark J Van Ryzin, Cary J Roseth

{"title":"The Longitudinal Relationship Between Peer Relations and Empathy and their Joint Contribution to Reducing Bullying in Middle School: Findings from a Randomized Trial of Cooperative Learning.","authors":"Mark J Van Ryzin, Cary J Roseth","doi":"10.1177/26320770221094032","DOIUrl":"10.1177/26320770221094032","url":null,"abstract":"The positive peer relations arising from cooperative learning can contribute to the development of affective empathy, which in turn can reduce bullying (Van Ryzin & Roseth, 2019). However, from a theoretical perspective, the direction of effects between peer relations and empathy could be in the opposite direction, or bi-directional. In the current paper, we employed a process-oriented approach (i.e., cross-lag difference score modeling; McArdle, 2009) to investigate the longitudinal relationship between positive peer relations and affective empathy, as well as their joint effect on bullying. Using four waves of data from a cluster randomized trial including 15 middle schools (7 intervention and 8 control schools; N=1,890 students, 47.1% female, 75.2% White), we found a bi-directional or reciprocal relationship between peer relations and affective empathy, and change in both constructs predicted lower levels of bullying. Cooperative learning predicted positive change in peer relations and affective empathy, as well as lower levels of bullying. These results suggest that the structured social interactions that occur during cooperative learning can enhance student interpersonal relations, and simultaneously the experiential skill building of cooperative learning can contribute to a more profound understanding of the emotional states of others. These effects amplify one another and, in turn, significantly reduce bullying in middle school. Given that cooperative learning has already been demonstrated to enhance academic motivation and achievement (Roseth et al., 2008), we argue that cooperative learning offers an effective, attractive alternative to traditional curriculum-based bullying prevention programs (National Library of Medicine [NLM], NCT03119415).","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"3 2","pages":"147-165"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9934011/pdf/nihms-1864733.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9347536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Affective Teaching: A Method to Reduce Negative Classroom Behavior and Improve Relationships 情感教学:减少课堂消极行为、改善人际关系的一种方法

Journal of prevention and health promotion Pub Date : 2022-04-01 DOI: 10.1177/26320770221094679

Mary Mulla Abu-Yaman, Z. Shechtman

引用次数: 0

Introduction to the Special Issue on Preventing Bullying and Promoting a Healthy School Environment 《防止欺凌及促进健康校园环境》特刊简介

Journal of prevention and health promotion Pub Date : 2022-04-01 DOI: 10.1177/26320770221086956

A. Horne, P. Orpinas

引用次数: 0

Conceptual Application of Trauma-Focused Cognitive Behavioral Therapy to Treat Victims of Bullying. 以创伤为中心的认知行为疗法在欺凌受害者中的概念应用。

Journal of prevention and health promotion Pub Date : 2022-04-01 DOI: 10.1177/26320770221074008

Janet A Lydecker

{"title":"Conceptual Application of Trauma-Focused Cognitive Behavioral Therapy to Treat Victims of Bullying.","authors":"Janet A Lydecker","doi":"10.1177/26320770221074008","DOIUrl":"https://doi.org/10.1177/26320770221074008","url":null,"abstract":"Bullying is a critical pediatric public health problem; estimates across diverse methodologies generally indicate that roughly 36% of youth are bullied. Although policy initiatives aim to address the universal prevention of bullying, and school-level secondary prevention programs aim to reduce the occurrence of bullying, tertiary prevention and intervention programs that mitigate the negative consequences experienced by victims of bullying remain an understudied need. The nature of bullying (that it occurs as events, leaves children feeling unsafe, and engenders emotional distress) and the association of bullying with posttraumatic stress symptoms among youth suggests that trauma treatment for bullying is promising. This manuscript presents the rationale for treating victims of bullying with trauma-focused cognitive behavioral therapy (TF-CBT), describes the components of TF-CBT, and discusses how to use TF-CBT specifically for bullying. Conducting research on treatment outcomes when using TF-CBT for bullying is critical to evaluate its efficacy and effectiveness in this group. Behavioral clinical trials would provide evidence for whether TF-CBT reduces the mental health harm experienced by youth victims of bullying. This evidence is an essential step to address the public health problem of bullying because the scientific literature currently does not have a well-established individual-level treatment for victims of bullying that mental health providers in diverse settings can deliver, despite individuals' beliefs that health care providers are important sources of help for youth who have been bullied.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"3 2","pages":"231-245"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10448948/pdf/nihms-1863076.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10477544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Implementation of a Capacity-Building Framework to Improve School Climate in an Urban School System 在城市学校系统中实施改善学校气候的能力建设框架

Journal of prevention and health promotion Pub Date : 2022-04-01 DOI: 10.1177/26320770211055861

Bonnie J. Solomon, Brandon Stratford, Heather Steed, Sarah Sun, D. Temkin

{"title":"Implementation of a Capacity-Building Framework to Improve School Climate in an Urban School System","authors":"Bonnie J. Solomon, Brandon Stratford, Heather Steed, Sarah Sun, D. Temkin","doi":"10.1177/26320770211055861","DOIUrl":"https://doi.org/10.1177/26320770211055861","url":null,"abstract":"Mounting evidence suggests that a positive school climate can promote learning and well-being for students and reduce bullying and other forms of violence. However, many schools lack the capacity needed to engage in comprehensive school climate improvement. As part of a broader evaluation, this study examines implementation of a capacity-building framework for school climate improvement that emphasizes shared leadership and data-informed decision making. Semi-structured interviews were conducted with points of contact at schools receiving technical assistance and those that were allowed to work through the framework on their own. Interviews were also conducted with technical assistance specialists working with schools randomly assigned to receive the intervention. Analyses explored three key research questions: 1 What factors contributed to schools’ initial decision to participate in the project? 2 What factors were associated with sustained engagement? and 3 To what extent did schools build organizational capacity through participation? Organizational readiness, including both motivation and general organizational capacity, emerged as a key facilitator of sustained engagement. In particular, the presence of a champion was facilitative despite the framework’s emphasis on shared leadership. Staff turnover and competing priorities were identified as common challenges. With technical assistance, schools that were able to invest time and effort in the framework perceived growth in their capacity for shared leadership and data literacy. However, technical assistance specialists did not feel adequately prepared to support schools in implementing the framework. Our discussion focuses on implications for evidence-based technical assistance and implementing comprehensive climate improvement efforts in urban schools.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"51 1","pages":"195 - 230"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77248788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Preventing Bullying and Improving School Climate Through Integrating Youth Participatory Action Research Into School-wide Positive Behavioral Interventions and Supports: An Illustration Using a Multiple Case Study Approach 通过将青少年参与行动研究纳入全校范围的积极行为干预和支持来预防欺凌和改善学校气氛:使用多案例研究方法的说明

Journal of prevention and health promotion Pub Date : 2022-04-01 DOI: 10.1177/26320770221092148

Michelle Abraczinskas, Mariah Kornbluh, Alexandrea R. Golden, Jillian R Glende, V. Velez, E. Vines, Emily J Ozer

{"title":"Preventing Bullying and Improving School Climate Through Integrating Youth Participatory Action Research Into School-wide Positive Behavioral Interventions and Supports: An Illustration Using a Multiple Case Study Approach","authors":"Michelle Abraczinskas, Mariah Kornbluh, Alexandrea R. Golden, Jillian R Glende, V. Velez, E. Vines, Emily J Ozer","doi":"10.1177/26320770221092148","DOIUrl":"https://doi.org/10.1177/26320770221092148","url":null,"abstract":"Bullying is a persistent problem in schools today, with developmental and socioemotional consequences. Multi-tiered interventions, such as School-wide Positive Behavioral Interventions and Supports (SW-PBIS), have been developed to decrease bullying by improving school climate. However, effects of SW-PBIS are stronger in elementary school than middle and high school, and effects are weaker for marginalized student groups. Aligning SW-PBIS with adolescent developmental needs and promoting systems change through youth participatory action research (YPAR) may improve the developmental fit of SW-PBIS for middle and high school students and strengthen its equity impact. In YPAR, youth conduct research on areas that are important to them and take data-driven action to improve their lives. In this paper, we utilize a qualitative instrumental multiple case study approach to identify similarities between YPAR and SW-PBIS and the value added of YPAR to SW-PBIS implementation. The two cases are from school districts chosen for their unique implementation of YPAR with SW-PBIS in middle and high schools. We used a general inductive approach to analyze field notes, documents, and interviews with school and district staff. We found that YPAR enhanced SW-PBIS implementation at the middle and high school level through alignment with adolescent developmental needs. Youth participatory action research also promoted equity through youth-led or youth–adult partnered assessment and data-driven decision-making, providing YPAR with the opportunity to improve the challenges SW-PBIS faces in decreasing disproportionality in academic outcomes for marginalized students. We provided examples to integrate YPAR with SW-PBIS at Tiers One through three.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"32 1","pages":"166 - 194"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84184865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Cyberbullying Prevention and Intervention: Current Practices in Schools 网络欺凌的预防和干预:当前学校的做法

Journal of prevention and health promotion Pub Date : 2022-03-31 DOI: 10.1177/26320770221087454

Rachel E. Burlet, Carlos J. Panahon

引用次数: 0

The Changing World of Bullying: Student Strategies for Cyberbullying Intervention 不断变化的欺凌世界:学生干预网络欺凌的策略

Journal of prevention and health promotion Pub Date : 2022-03-25 DOI: 10.1177/26320770211064330

Courtney J. L. Andrysiak, P.R.S. Mani, Marlene Pomrenke, Grace Ukasoanya, Lauren Mizock

{"title":"The Changing World of Bullying: Student Strategies for Cyberbullying Intervention","authors":"Courtney J. L. Andrysiak, P.R.S. Mani, Marlene Pomrenke, Grace Ukasoanya, Lauren Mizock","doi":"10.1177/26320770211064330","DOIUrl":"https://doi.org/10.1177/26320770211064330","url":null,"abstract":"A gap in research on cyberbullying intervention strategies exists. The purpose of this study was to identify effective coping strategies for cyberbullying by interviewing cyberbullying survivors. The study used grounded theory qualitative methodology to allow data to fully emerge from participants’ perspectives. When analyzing the data, the researchers found that youth engaged in three types of coping: online coping, offline coping, and intrinsic coping. Online coping involved online interventions to stop active cyberbullying and prevent future cyberbullying; for example, youth limited who had access to their online accounts or blocked and reported cyberbullies. Offline coping included strategies that participants engaged in offline to minimize, tolerate, or cope with the effects of cyberbullying, such as talking about their experiences or reframing the way that they think about things. Finally, intrinsic coping described survivors’ personality traits or ways of being that aided them in developing such resilient coping strategies; for instance, possessing self-awareness and self-love contributed to survival. Accordingly, the findings contribute to the literature on effective coping strategies by confirming previously identified strategies, like online coping, and highlighting new ones, like intrinsic coping. The findings also help inform future counseling practices within schools.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"28 1","pages":"246 - 257"},"PeriodicalIF":0.0,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79009448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

COVID-19 Pandemic and Stress: Coping with the New Normal. COVID-19大流行与压力:应对新常态。

Journal of prevention and health promotion Pub Date : 2022-01-01 DOI: 10.1177/26320770211050058

Anjana Bhattacharjee, Tatini Ghosh

{"title":"COVID-19 Pandemic and Stress: Coping with the New Normal.","authors":"Anjana Bhattacharjee, Tatini Ghosh","doi":"10.1177/26320770211050058","DOIUrl":"10.1177/26320770211050058","url":null,"abstract":"COVID-19 is the new face of pandemic. Since the discovery of COVID-19 in December 2019 in Wuhan, China, it has spread all over the world and the numbers are increasing day by day. Anyone can be susceptible to this infection but children, older adults, pregnant women, and people with comorbidity are more vulnerable. The spread of coronavirus resulted in closures of schools, businesses, and public spaces worldwide and forced many communities to enact stay at home orders, causing stress to all irrespective of their age, gender, or socioeconomic status. The sudden and unexpected changes caused by the outbreak of coronavirus are overwhelming for both adults and children, causing stress and evoking negative emotions like fear, anxiety, and depression, among different populations. The aim of the paper is to ascertain how stress during this pandemic inculcates various psychological health issues like depression anxiety, OCD, panic behavior, and so on. Further, the paper is an attempt to identify different general as well as population specific coping strategies to reduce the stress level among individuals and prevent various stress-induced psychological disorders with reference to different theories and research articles.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"3 1","pages":"30-52"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8855221/pdf/10.1177_26320770211050058.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39807509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

"We in This Fight Together…": HIV Treatment and Prevention Among Couples of HIV-Discordant Black and Latino Men Who Have Sex with Men. “我们在一起战斗……”:艾滋病毒不一致的黑人和拉丁裔男男性行为夫妇的艾滋病毒治疗和预防。

Journal of prevention and health promotion Pub Date : 2022-01-01 DOI: 10.1177/26320770221074979

Damian J Denson, Deborah Gelaude, Alisú Schoua-Glusberg

引用次数: 0